The role of school leaders in the integration of technology for school’s effectiveness

The purpose of this qualitative research was to identify the role of school leaders in the integration of technology for secondary schools’ effectiveness in Georgetown, Guyana. In 2020 when Covid-19 was declared a pandemic, schools globally were forced to change their mode of delivery of the curriculum and rely on virtual technology to meet the needs of their school community. This resulted in a paradigm shift in how education was delivered and how school administrators operated to keep their institutions functional. However, it is unknown how well-equipped school administrators are to integrate technology into their schools. The struggle of school leaders to successfully manage schools through the use of existing technology can have a substantial influence on the overall performance of school operations and student academic performance. Most specifically the secondary data study sought to identify the required leadership attributes necessary for administrators, the opportunities that should be provided to teachers and the guiding model and/or framework school leaders need to use to effectively perform their role in the efficient integration of technology in their schools. The research aimed to triangulate findings by utilizing nine scholarly journals. Three themes were yielded from the data, which are as follows: interpersonal qualities, transformational behaviours, and professional development. As such school leader’s role in the integration of technology for school’s effectiveness is that: they must possess interpersonal qualities along with transformational behaviours, provide professional development as needs be for teachers and utilize the SAMR and TPACK model to evaluate the effectiveness of the technology integration.